Activity gridAlso known as: multiple intelligence, Blooms taxonomy, learning matrix, student–centred learning
Activity grids based on higher order thinking skills and multiple intelligences offer opportunities for educators to differentiate learning for students. They:
support educators to cater for the diverse learning needs and learning styles of their students
encourage students to select learning activities based on their interests, as well as track their own progress, self-assess and understand their own learning path
can be implemented on a weekly basis or created to support long term units of work.
Google G Suite
How to use with ICT
Select the activity grid that best suits the online learning platform utilised by the class. Complete teacher instructions specific to your class and distribute via Teams, Google classroom or similar with all class members. Alternatively, each student completes their own grid and submits through Google Classroom or Teams. It should be referred to and remain visible to the student.
|Teaching and professional practice research||Let me do it and I will learn||Three techniques that foster student-centred learning were trialed in Year 10 English and History classes at a small Queensland school.
These included the Socratic Seminar, the Graffiti Model and the Pirozzo Matrix.
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Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.